Divan Jagals

Divan Jagals
North-West University | NWU · Faculty of Education Sciences (Potchefstroom Campus)

About

15
Publications
3,182
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53
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Introduction

Publications

Publications (15)
Book
Full-text available
This book aims to contribute to the discourse of learning through assessment within a self-directed learning environment. It adds to the scholarship of assessment and self-directed learning within a face-to-face and online learning environment. As part of the NWU Self-Directed Learning Book Series, this book is devoted to scholarship in the field o...
Chapter
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This chapter offers two phases of research to narrow the gap between teachers’ professional development in South Africa and the affordances of an indigenous game that demonstrates the common fraction concept. First, the conceptualization and development of a case of the indigenous game of Ncuva is introduced to teach the concept of fractions in a r...
Article
Full-text available
Awareness of one’s own strengths and weaknesses during visualisation is often initiated by the imagination – the faculty for intuitively visualising and modelling an object. Towards exploring the role of metacognitive awareness and imagination in facilitating visualisation in solving a mathematics task, four secondary schools in the North West prov...
Article
Full-text available
The practice of Lesson study in the field of mathematics education is often restricted due to the assumptions of education theory and its impact on the teaching and learning practice. The paper discusses possible constructs and design principles that arise from such preconceptions of Lesson study. By incorporating these principles into the facilita...
Article
Full-text available
Development of metacognitive theory for changing pedagogy remains an essential research activity. A lack of sufficient clear-cut qualitative analysis procedures extracting embedded metacognitive constructs from qualitative data (e.g., narrative focus group interviews) can hinder development of theory. An approach is therefore needed to analyse qual...
Article
Full-text available
Metacognition encompasses knowledge and regulation that, through reflection, sustain problem solving behaviour. How metacognitive awareness is constructed from reflection on metacognitive knowledge and regulation and how these reflections enable metacognitive skills for Mathematics problem solving remain unclear. Three secondary schools representin...

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